昆明地區身心障礙者家長支持團體建構之行動研究

Abstract

本研究主要目的為提升昆明地區身心障礙者家長的教養知能、情感態度、實踐能力，探索建構家長支持團體的歷程與模式，並分析家長的改變情形。本研究採取行動研究法，招募到昆明地區6位家長，透過評估他們的壓力與需求，結合線上課程並以家庭系統、生態系統為理論基礎，規劃「線上」和「線下」共八週團體的建構方案，展開行動並獲得省思，最後提出建構模式及建議。研究發現如下：一、適合當地家長支持團體的建構模式與行動歷程。（一）以課程、團體、帶領者為要素的團體建構模式1. 結合家長需求評估，設計「線上」和「線下」課程方案2. 建立微信群組家長參與「線上團體」，實體聚會家長參與「線下團體」。帶領者可透過zoom以同步視訊方式異地帶領團體。3. 有「專家諮詢」和「行動省思」的帶領者。（二）行動歷程主要經歷預備、初始、轉換、穩定和結束五個階段。1. 預備階段：完成家長招募、壓力需求評估和規劃課程方案，建立線上群組。2. 初始階段：團體共同確定目標和規範，家長逐步適應「線上」和「線下」的學習模式。。3. 轉換階段：團體開始深入學習課程，家長在疏離與敞開之間轉換。4. 穩定階段：團體進入穩定學習課程，分享逐步深入敞開，一起應用課程主題練習。家長回饋感到被支持和鼓勵。5. 結束階段：團體互動達到最高，完成團體評估，鼓勵成員將所學應用到日常生活。二、家長的成長與改變。 （一）家長關於孩子的情緒行為問題、生涯規劃、就業方面的知能都有提升。 （二）家長親子關係自評中，六位家長有四位較參與團體前親子關係有改善。 （三）家長線上互動支持頻率逐步升高，在課程結束時整體互動頻率達到最高。 最後，本研究對實務工作及未來研究提出相關建議以供參考。The main purpose of this research was to improve the parenting knowledge, emotional attitude and practical ability of parents of persons with disabilities in Kunming. The research was to explore the process and model of the construction of parent support group, and to analyze cases regarding changes that the parents underwent.This study used the action research method. The participants are six parents from the Kunming area in China. By assessing the pressure faced of these parents and their needs. The research based on the theories of family system and ecosystem, planning an action program which included"online" and "offline" groups for eight weeks. The conclusions were made by the action and reflection of the program. The findings were as follows: 1. The construction model and course of action was suitable for local parents support group: (1) The group construct model based on using courses, group and leaders. i. Leaders designed "online" and "offline" courses based on parental needs assessment.. ii. The parents participated in “online groups” which was established on Wechat by the leaders, and “offline groups” in-person meetings on weekday. While leadersled groups in different place by using Zoom.iii. The leaders had “expert consultant” and “action reflection”.(2) The course of action consisted five stages: preparatory, initial, transition, stabilization, and completion.i. Preparatory stage: Researcher recruited parents, assessed the stress of these parents, planned program, and established online groups.ii. Initial stage: Researcher set goals and norms with the parents and let them familiar with the"online" and "offline" learning modes. iii. Transition stage: Parents began to study the course in depth, and the parents transited from feelings of unfamiliarity to openness. iv. Stabilization stage: Parents studied the course steadily and gradually opened their mind to share feelings together. Parents felt supported and encouraged. v. Completion stage: Group interaction reached the highest level, group evaluation was completed, and members were encouraged to apply what they have learned in daily life. 2. Growth and changes of the parents: (1) Parents' knowledge of their children's emotional and behavioral problems, career plans and employment had been improved. (2) In the parent-child relationship self-assessment, four parents had improved their relationship before participating the group. (3) The frequency of parents' online interaction support gradually increased, and the overall interaction frequency reached its peak by the end of the course. Finally, this research puts forwardrelevant suggestions for practical work and future research.